• Pilot “École Connectée” program launched in two high schools
• Smart classrooms enable real-time teaching, interactive content, and remote access
• Initiative aligns with Gabon’s push to modernize education and reduce inequalities

The Gabonese government launched on December 3, the pilot phase of the “École Connectée” program in two high schools in Libreville and Oyem. The initiative, carried out in partnership with Huawei and Moov Africa Gabon Télécom, lays the groundwork for a national network of connected schools where geography no longer limits access to quality learning.

The connected schools are the Lycée Léon Mba in Libreville and the Lycée public d’Oyem. Each has been equipped with a next-generation smart screen featuring high-definition audiovisual capture, a secure collaborative platform, and high-speed connectivity. These screens support real-time lecture broadcasts, interactive pedagogical content, instant question-and-answer sessions between teachers and students at both sites, recorded lessons for review, and access to integrated digital resources.

The initiative comes as the Gabonese government “makes digital technology an essential lever for modernizing education, reducing inequalities, and creating new opportunities for Gabonese youth.” In July, authorities met with leaders of the Giga project, led by the International Telecommunication Union (ITU) and UNICEF, which aims to connect all schools worldwide to the Internet. As early as 2022, Gabon had already expressed its commitment to the initiative, with a target of connecting 90 % of its schools by 2026.

In January, the government adopted an ordinance establishing the digitalization of teaching as part of a strategy to gradually integrate digital technology into pedagogical practices. This approach builds on an agreement signed in October 2024 between the Ministries of Digital Economy and National Education to deploy digital infrastructure in middle and high schools, including in underserved areas. The government has also strengthened partnerships with institutions such as the World Bank and YouScribe to support hybrid learning, develop a dedicated digital education portal, and deploy digital libraries.

While UNESCO recognizes the potential of ICT to improve education, the government’s efforts raise questions about the availability of digital infrastructure across all regions. UNESCO notes that investment in connectivity, affordability of equipment, and expansion of Internet access in rural and marginalized areas are essential to ensure equitable access to technology-enhanced learning.

Isaac K. Kassouwi